Schooling and local environmental knowledge: Do they complement or substitute each other?
about
A comparison of traditional plant knowledge between students and herders in northern KenyaFoodways in transition: food plants, diet and local perceptions of change in a Costa Rican Ngäbe community.On the nature of cultural transmission networks: evidence from Fijian villages for adaptive learning biases.Elderly Adi women of Arunachal Pradesh: "living encyclopedias" and cultural refugia in biodiversity conservation of the Eastern Himalaya, India.Distribution and transmission of medicinal plant knowledge in the andean highlands: a case study from peru and bolivia.Children's daily activities and knowledge acquisition: A case study among the Baka from southeastern Cameroon.Schooling, Local Knowledge and Working Memory: A Study among Three Contemporary Hunter-Gatherer Societies.Reinterpreting change in traditional ecological knowledge.Children as ethnobotanists: methods and local impact of a participatory research project with children on wild plant gathering in the Grosses Walsertal Biosphere Reserve, Austria.Treating infants with frigg: linking disease aetiologies, medicinal plant use and care-seeking behaviour in southern Morocco.Medical pluralism and livestock health: ethnomedical and biomedical veterinary knowledge among East African agropastoralists.First Impressions From Faces Among U.S. and Culturally Isolated Tsimane’ People in the Bolivian RainforestUnderstanding transmission of traditional knowledge across north-western South America: a cross-cultural study in palms (Arecaceae)Productive Diversification and Sustainable Use of Complex Social-Ecological Systems: A Comparative Study of Indigenous and Settler Communities in the Bolivian AmazonSchooling and Local Knowledge for Collecting Wild Honey in South India: Balancing Multifaceted Educations?
P2860
Q30381061-D7A15158-E830-4C06-8D1D-0F5801FDADD5Q30386394-279C8904-A723-4082-AA43-766C9877FD31Q34625966-6E99A26E-C85D-41A5-9391-29B9882CB98DQ34793035-1A176AB6-75D8-4D41-80DE-CA787526B3F9Q35607531-4BAEE6BF-8576-460D-936A-65883AC3F3DCQ35878468-92E53B30-23A3-4124-A52D-42F22F8D2B75Q35886651-0EF4FFDF-B4E2-4968-A6B1-1F46CB435FFBQ37307672-8CF3A58B-F973-49E0-84EB-ED1018FBBEDDQ37326289-5550CD99-AB3F-4894-8F93-0649C5CDAA7BQ37586758-BFF6A431-52DC-4724-9CC3-9D77CFEF1FBCQ37597262-ABD3136A-8B9A-4D71-8C83-7C0206765AD9Q56566348-B4D2C0F6-7EC6-4A99-BAB9-62E378DA9647Q57254667-FCB38CD3-D7C1-47F1-AA17-47CA3BFCE792Q58172700-08D3A02A-F511-46A3-BA4F-56EB3D4540D3Q58668851-6943AB4A-1095-4E11-8109-BEAA09C31337
P2860
Schooling and local environmental knowledge: Do they complement or substitute each other?
description
wetenschappelijk artikel
@nl
наукова стаття, опублікована в травні 2010
@uk
name
Schooling and local environmental knowledge: Do they complement or substitute each other?
@en
Schooling and local environmental knowledge: Do they complement or substitute each other?
@nl
type
label
Schooling and local environmental knowledge: Do they complement or substitute each other?
@en
Schooling and local environmental knowledge: Do they complement or substitute each other?
@nl
prefLabel
Schooling and local environmental knowledge: Do they complement or substitute each other?
@en
Schooling and local environmental knowledge: Do they complement or substitute each other?
@nl
P2093
P50
P1476
Schooling and local environmental knowledge: Do they complement or substitute each other?
@en
P2093
Eric Kightley
Katie Demps
Maria Ruth Martínez-Rodríguez
Tomás Huanca
P304
P356
10.1016/J.IJEDUDEV.2009.11.007
P577
2010-05-01T00:00:00Z